CHAPTER
I
INTRODUCTION
A. Background
English consists of four language skills; they are listening, speaking, reading, and
writing. Learning a foreign language in Indonesia is expected to help the
students to master these skills. In relation to these skills, the researcher
emphasized her attention to the reading skill. The students of English
Department are very important to study reading, because there are many
advantages from studying reading. By reading, the students will be able to
increase their knowledge on culture. If the students read every rule in written
English from our country, the students will get more knowledge about the other
country with its culture. In English Department, the students study English do
not only master of grammar or vocabulary but also master the culture of the target
language. If the students do not know about the culture, the students will get
difficulties to understand to communicate with a native speaker. Although, the
students may learn about English words through the dictionary, the students
still need to learn the English culture, so the communication can be understood
and avoid misunderstanding.
Through reading, people can improve their own knowledge
which ensures the continuing personal growth and adapts the change in the word.
Harvey (1998: 2) argues that the purpose or reading in language is to inform
ourselves about something we are interested in, or challenge our knowledge on
certain matters. In other words, to extend experience of the world in which we
live.
Reading has always received the greatest emphasis in
teaching English. There are some reasons for this. Firstly, reading takes an
important role in learning process. Reading skill is an instrument that can
facilitate students to enrich their knowledge. Secondly, reading is important
not only because it can give a lot of information but also pleasure and joy. In
senior high school level, students face some problems in reading. Most of the
students found difficulties in comprehending text, especially narrative text.
Based on the researcher's observation, the major problem faced by them is how
to comprehend the elements of the story. To overcome the problems, a story
mapping strategy is proposed to be applied in teaching reading. The technique
is chosen because it is simple and considered suitable for students in the
senior high school level. To comprehend the elements of the story the students
are assigned to make a story map based on the story given.
The researcher wants to discuss one of the many problems
connected with English learning. English learning problems can take place both
at home and at school. The teacher and the students are different, and
therefore, the teacher might find different motivations for learning as well.
At school, the problems may appear when the class consists of a big number of
students. The noisy class does not only disturb the students who really want to
study, but also influence the students’ concentration to the subject given in
class. The condition like this can make the students feel bored and do not like
to study. At home, the problems may appear when the student recalls the
subjects from school and they still do not understand the lesson and none of
the people at home can help them. If this condition continues the students will
feel very bored and not interested in studying English. In this case the
teacher’s role is very important, that is to encourage them to study harder and
better.
In addition, students’ problems are not only from the
classroom environment but also from the students themselves. The reality the
teacher often sees is that, in fact, many students master the theory better
than practice. For example, in speaking, the student may have the knowledge of
how to speak, but in practice the student find difficulties. The student lack
self confidence. To build their confidence, students need more practice so that
teachers are suggested to create and
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